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All Journal Jurnal Penelitian Pendidikan Indonesia (JPPI) MERDEKA: Jurnal Ilmiah Multidisiplin JURNAL EDUKASI DAN PEMBELAJARAN ANAK USIA DINI
Ahmad Khoiri
Universitas Sains Al-Qur'an
Education Languange, Linguistic, Communication & Media Other

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Penerapan Media Wordwall Untuk Meningkatkan Fokus Anak ADHD Dalam Pembelajaran Inklusif Aslamiyah Aslamiyah; Ahmad Khoiri; Vava Imam Agus Faisal
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 1 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i1.741

Abstract

This study aims to describe the application of Wordwall media in inclusive learning and analyze its role in improving the learning focus of children with ADHD at SC Klab Wonosobo Kindergarten. This study uses a qualitative method with a descriptive approach. The subjects of the study were children with ADHD with hyperactive and inattentive characteristics, while informants consisted of the principal, class teachers, and assistant teachers. Data collection techniques included observation, interviews, and documentation. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions using source triangulation techniques and techniques to ensure data validity. The results showed that before the application of Wordwall media, children with ADHD had difficulty maintaining focus, were easily distracted, and were less active in learning. After the application of Wordwall media in core learning activities, there were significant changes in learning behavior, namely increased focus, enthusiasm, active participation, and involvement of children in learning activities. Wordwall media, which is based on interactive games with visual elements, audio, and quiz activities, has been proven to be able to create a more enjoyable and interesting learning atmosphere for children. In addition, this media also contributes to children's social development through activities such as waiting for turns, working together, and obeying game rules. The success of implementing wordwalls is influenced by conducive classroom conditions, educator competence, and collaboration between the classroom teacher and the assistant teacher. Therefore, wordwalls can be an effective interactive learning tool to support inclusive learning for children with ADHD in early childhood education.
The Implementation Of Social Interaction Based Morning Circle To Foster Early Childhood Self Confidence Fathimah Nur Yasmin; Ahmad Khoiri; Vava Imam Agus Faisal
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 2 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i2.765

Abstract

Self-confidence is an essential aspect of early childhood social-emotional development; however, many children still demonstrate passive behavior and hesitation in expressing themselves during classroom activities. This study aimed to describe the implementation of a social interaction-based morning circle, identify the challenges encountered, and analyze its impact on children’s self-confidence development. The research employed a qualitative descriptive approach and was conducted at RA Masyithoh 02 Sirau, Banyumas. Data were collected through observation, semi-structured interviews, and documentation involving the principal, classroom teacher, and Group B children. The findings showed that the morning circle was implemented as a daily classroom routine consisting of greeting and welcoming activities, prayer and warm-up sessions, interactive core activities, theme introduction, and positive reinforcement. The implementation was conducted in a structured and consistent manner. Several challenges were identified, including differences in children’s characteristics, unequal participation levels, and children’s mood in the morning. Teachers addressed these challenges through engaging activities, guiding questions, simple games, and reinforcement strategies. The results indicated that the morning circle contributed positively to children’s self-confidence, reflected in their increased willingness to speak, answer questions, participate in group discussions, and interact with peers. The improvement occurred gradually through continuous practice and social interaction in a supportive classroom environment. Therefore, a social interaction-based morning circle can be considered an effective and practical strategy for fostering self-confidence in early childhood education settings and contributes to strengthening social-emotional learning practices in the classroom.
PAPERCRAFT SEBAGAI MEDIA PEMBELAJARAN AUD UNTUK MENINGKATKAN EYE-HAND COORDINATION DI TK PERTIWI PAKUNCEN Laila Nur Arifah; Ahmad Khoiri; Vava Imam Agus Faisal
MERDEKA : Jurnal Ilmiah Multidisiplin Vol. 3 No. 5 (2026): Juni
Publisher : PT PUBLIKASI INSPIRASI INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/merdeka.v3i5.7764

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan eye-hand coordination anak kelompok A di TK Pertiwi Pakuncen yang ditunjukkan melalui kesulitan dalam kegiatan motorik halus seperti menggunting, melipat, dan menempel. Penelitian ini bertujuan untuk meningkatkan kemampuan eye-hand coordination anak usia dini melalui penggunaan media pembelajaran papercraft. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) dengan model siklus yang terdiri dari perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian berjumlah 10 anak usia 4–5 tahun. Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi, sedangkan analisis data menggunakan deskriptif kualitatif dengan perhitungan persentase. Hasil penelitian menunjukkan bahwa terjadi peningkatan kemampuan eye-hand coordination anak dari pra siklus sebesar 20%, meningkat pada siklus I menjadi 40%, dan mencapai 80% pada siklus II. Peningkatan ini menunjukkan bahwa penggunaan media papercraft efektif dalam menstimulasi koordinasi visual dan motorik halus anak. Implikasi penelitian ini adalah bahwa papercraft dapat digunakan sebagai alternatif media pembelajaran yang inovatif dan menyenangkan dalam meningkatkan kemampuan motorik halus anak usia dini.
IMPLEMENTASI METODE ASSYIFA DALAM PEMBELAJARAN AL-QUR'AN DI TPQ MIFTAKHUL ULUM DESA DUKUH BENDA KABUPATEN TEGAL Ilsa Atkol Atkia; Ahmad Khoiri; Vava Imam Agus Faisal
Jurnal Penelitian Pendidikan Indonesia (JPPI) Vol. 3 No. 4 (2026): Juli
Publisher : Publikasi Inspirasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/jppi.v3i4.7784

Abstract

Pembelajaran Al-Qur'an merupakan komponen penting dalam pendidikan Islam, khususnya pada jenjang nonformal seperti Taman Pendidikan Al-Qur'an (TPQ). Penelitian ini bertujuan mengkaji penerapan metode Assyifa dalam proses pembelajaran Al-Qur'an di TPQ Miftakhul Ulum Desa Dukuhbenda Kecamatan Bumijawa Kabupaten Tegal, dampaknya terhadap kemampuan membaca santri, serta faktor-faktor yang mendukung dan menghambat pelaksanaannya. Penelitian menggunakan pendekatan kualitatif deskriptif. Pengumpulan data dilakukan melalui wawancara mendalam, observasi partisipatif, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa metode Assyifa diterapkan secara sistematis melalui dua sistem pembelajaran, yakni klasikal dan individual, dengan melibatkan tujuh pengajar yang masing-masing mengampu jilid berbeda. Penerapan metode ini memberikan dampak positif yang signifikan terhadap kelancaran membaca huruf hijaiyah, ketepatan makhraj, pemahaman tajwid, serta peningkatan kepercayaan diri dan motivasi belajar santri. Faktor pendukung meliputi dedikasi pengajar, keterlibatan orang tua, dan struktur jilid yang terorganisasi dengan baik, sedangkan hambatan utama mencakup perbedaan kecepatan belajar santri dan pengaruh penggunaan gawai yang berlebihan.
Co-Authors Aslamiyah Aslamiyah Fathimah Nur Yasmin Ilsa Atkol Atkia Laila Nur Arifah Vava Imam Agus Faisal